Research On Strategies Of Cultivating Senior High School Biological Social Responsibility Under Information Technology Environment

Senior high school biological social responsibility refers to the necessary knowledge and key ability needed to scientifically and rationally deal with the biological problems urgently to be solved in the relationship between human and society and human and nature by applying the learned biological principles and cognition.In senior high school biology,social responsibility is embodied in four aspects: paying attention to hot spots and participating in discussions;Love life and pay attention to health;Protecting the environment and actively practicing;Prevention of diseases and promotion of science.In this paper,the information technology environment is used as a teaching strategy to support the exploration of the cultivation of high school biology social responsibility,guiding students to participate in project learning,which has important theoretical significance and application value for improving students’ learning interest and promoting students’ biology social responsibility.Through literature survey at home and abroad,it is found that there is little research on the teaching strategies of cultivating senior high school biology social responsibility under the information technology environment.In this paper,the cultivation of high school biology social responsibility is selected as the research object,guided by project learning theory and STSE theory,using the methods of literature research,questionnaire survey,interview and quasi-experimental research,taking the curriculum standard of high school biology as the program,and combining with the relevant research in recent years,teachers are investigated by questionnaire on social responsibility to understand the problems existing in the traditional teaching social responsibility cultivation strategy.Based on the above survey results and the existing research on the cultivation strategy of biological social responsibility,this paper constructs the cultivation strategy of high school biological social responsibility under the information technology environment,and based on the constructed cultivation strategy of high school biological social responsibility under the information technology environment.According to the above strategy,this paper has carried out a series of teaching experiments.Before the experiment,both the experimental class and the control class did a questionnaire survey.The results showed that there was no significant difference in the level of social responsibility between the experimental class and the control class.It was found thatthe students’ level of social responsibility literacy was in the first to second level.It was necessary to reform the existing teaching strategies.According to the comparison of the results of the post-test "biological social responsibility test" between the experimental class and the control class,we know that the social responsibility of the experimental class is better than that of the control class after the students pass the project learning in the information technology environment.Therefore,this strategy can better cultivate the four indicators of senior high school biology social responsibility literacy,help students to improve the level of social responsibility literacy in different degrees,and also help students to improve the quality of homework,academic performance and learning attitude.The strategy of cultivating senior high school biology social responsibility under the information technology environment is effective and beneficial to the improvement of students’ social responsibility.This has played a positive role in the effective implementation of China’s core literacy.